「x+y=∞」：性別議題融入國中數學教學之多元文化課程研究

Abstract

本研究目的在建構一套性別議題融入國中數學的多元文化課程，依此課程三大主軸-消除性別偏見、理解性別差異及性別間互助合作加入女性楷模補充、女性偏好素材及性別刻板印象覺察等內容，融入國中數學概念知識，並進行課程實施與教學。期望能透過課程的實施，破除女性數學學習不利的刻板印象，並能藉由降低數學焦慮感提升女學生數學學習自信，同時展現於國中數學課程融入性別議題設計的可能性及價值。 為達成此研究目的，本研究以國中九年級一個班級14位女生及19位男生共33位學生為主要研究參與者，以行動研究取向的課程設計與教學實踐，採取質化的觀察、訪談、文件分析等資料蒐集並輔以量化的數學焦慮量表前後測分析，從課程與教學、 學生學習成效和教師專業成長三個層面，探究多元文化課程的建構與實施。 研究結果如下：一、以差異理解、消除偏見與性別合作為主要概念，建構有助於降低學生數學焦慮之性別議題多元文化課程。二、選用豐富多樣教材呈現，搭配多元教學策略與評量方式，能提升學生數學與性別觀念之學習興趣與成效。三、學生透過理解差異，能打破性別偏見及涵養尊重包容態度，並以數學創作與性別合作付諸實踐行動。四、性別議題融入國中數學課程，突破數學科性別議題視野。五、數學教師得以透過性別議題融入數學課程建構與實施，提升多元文化專業成長。

The study aims to construct a multicultural curriculum in which gender issues are integrated in mathematics lessons in junior high school. The three main core of this course are elimination of gender prejudice, understanding of gender differences and gender co-operation by learning through tasks which applies female model examples, female-preferred material and which requires awareness of gender stereotypes. Under such curriculum design, mathematical concept knowledge is integrated, implemented and instructed. To accomplish the purpose, the researcher conducted an action research in which the curriculum is developed and implemented. 14 female and 19 male ninth graders participated in the study. Classroom observations, students’ recorded interviews and follow-up data analyses are collected qualitatively. And a mathematics anxiety scale is conducted as a pre-test and a post-test. Data are quantitatively collected and analyzed. With the data collected, the construction and implementation of the multicultural curriculum is discussed regarding the dimensions of curriculum and instruction, learners’ learning effects and teachers’ professional growth. The study findings are presented as follows. 1. Understanding gender differences, eliminating gender biases, and co-ed collaborative learning are key concepts in constructing a multicultural curriculum in which gender issues are integrated. Such concepts help reduce learners’ mathematics anxiety. 2. Presentation of diverse materials along with application of multiple teaching strategies and assessment can help improve learners’ learning interests and effects in both mathematical and gender concepts. 3. Through understanding differences, learners challenge their gender stereotypes, develop a respect attitude, and further practice their concept by taking on creative mathematical collaborative learning tasks. 4. A curriculum in which gender issues are integrated in junior high mathematics lessons provides a broader perspective of mathematics gender issues. 5. Mathematics teachers are able to improve their multicultural professional growth by integrating gender issues in mathematics curriculum construction and implementation.